The field of education relies heavily on instructional coaches to build teacher capacity in the implementation of evidence-based practices (EBPs). Although observation tools are commonly used to measure the fidelity of implementation by teachers, fewer tools are available to identify specific coaching behaviors used during in situ coaching…

While instructional coaching can support teacher improvement and student learning, their effectiveness and longevity in the role may be influenced by teachers' emotions, the quality of the teacher-coach relationship, as well as the cognitive and emotional climate of the school. In this study, we analyze the emotional experiences of a novice…

The evolving role of the assistant principal as an instructional leader has increased the urgency and need for them to be equipped with the appropriate knowledge, skills, and dispositions to support instruction. The purpose of this study was to examine the transfer of job-embedded coaching practices and skills that assistant principals learned…

At the start of the 2020-21 school year, six months after the onset of the COVID-19 pandemic changed the lives of everyone, the author and the other instructional coaches in her district were temporarily reassigned to virtual teaching positions. In this article, the author shares what she learned about the kinds of support teachers need and how…

To help coaches grow into their roles, Learning Forward's Coaches Academy provides personalized support to districts and states. Offered both in person and virtually, the Coaches Academy builds coaches' knowledge and capacity through facilitated sessions with an expert coach, collaborative learning communities, tools and strategies tailored to the…

The study examined the effects of a coaching intervention on teachers' ability to implement academically responsive instruction through flexible instructional arrangements in self-contained classrooms for students who are deaf and hard of hearing, as well as the impact of instructional arrangements on students' academic engagement. Using a…

Purpose: The purpose of this manuscript is the presentation of: (1) a reciprocal learning process for coach and employee; and (2) a practical implementation guide. Design/methodology/approach: Various search tools were used to explore the areas of manager in coaching role, learning orientation, reciprocal learning, integrative pedagogy (IP) and…

Coaches require support to successfully navigate the integration of professional, interpersonal and intrapersonal knowledge to be effective within their environment. There is a need for coaches to have access to, and utilization of, a practical tool to identify and appraise elements of their coaching delivery. There is a wealth of literature on…

For coaching to fulfill its promise as an effective teacher professional development model, coaches need access to teachers' classrooms and practice. However, teachers largely have autonomy over whether, when, and how such access is granted. Previous research has identified the types of strategies coaches leverage to gain access, and in this…

Purpose: For preservice teacher candidates (PSTs), receiving feedback on core practices is an important component in supporting the development of their practice. However, coaches are often underprepared to support PSTs on core practices, and feedback can be infrequent or low quality (Anderson and Stillman, 2013; Clarke et al., 2014).…

Paraeducators are the most frequent communication partners during the school day for students who use augmentative and alternative communication (AAC), yet they often lack training in AAC best practices. This intervention study examined the effect of an in-class coaching intervention on the aided language modeling (ALM) skills of paraeducators who…

Many colleges have initiated Student Success Coaching programs to support students from enrollment to completion. The purpose of this study was to design and implement an online training program to ensure that new Success Coaches at one community college receive adequate training before beginning to work with students. A review of the literature…

Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning. One way to scale up professional learning is a facilitator development model, in which professional learning and development (PLD) designers prepare facilitators to understand the innovation and they…

Much has been written about the roles and responsibilities of literacy coaches, including the ways in which they can effectively communicate and work with teachers. Teachers, however, are often less certain about their roles and responsibilities when working with coaches. Many teachers also lack a clear picture of the varied opportunities…

The use of virtual teams in organizations has shifted upward exponentially since the onset of COVID-19, yet available research does not include findings based on workplace virtual team members, as opposed to student populations. Research is limited on what virtual workplace team members consider important in the performance coaching and personal…